Do you have students who have a difficult time handling small problems appropriately?
Do they tend to over react to everyday, common problems?
This activity helps children to understand the difference between "everyday" common problems categorized in 3 sizes, how they make us feel and how we should react to them.
Students learn to categorize common problems into sizes 1, 2, or..

IEP Goals:Given a scenario in which there is a problem to be solve, STUDENT will decide the "size" of the problem, state how it makes them feel, and how he/she can solve it on their own or with the help of an adult, with 80% accuracy, in 4 out of 5 scenarios, by MONTH, YEAR.

Do your students need help RESPONDING TO OTHERS? Do they need help thinking about people that they are talking, working or playing with? CONVERSATION SKILLS can be difficult for some children.
This fun activity will help you to support students who need practice RESPONDING TO OTHERS and with general conversational skills. It is also helpful for those who need practice with PERSPECTIVE TAKING.
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IEP Goals:Given a BINGO game in a small/large group setting as led by the teacher/therapist, STUDENT will read/listen to the Response Card and mark the appropriate response (comment) as shown on the BINGO card, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Positive and Negative Behavior is a product to help students understand about behaviors and ways children react to different situations. The flashcards work very well to introduce each behavior and allows for group or one on one discussion on how the reaction (if bad) could be different.
The 3 file folders help to reinforce learning and works well for visual discrimination by matching color to ..

IEP Goals:Given a picture and description of a positive or negative behavior, STUDENT will determine if the behavior shown is positive or negative, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Do you have a student or students who struggle to make or keep friends?
Do they seem to not understand the behaviors necessary to make or keep friends?
Do the expect others to play with them, even though they engage in challenging behaviors?
A social story may be just the thing to help you help your struggling student(s).
Social stories use clear, concise language to break down inform..

IEP Goals:Given a social story to promote good friend behavior, STUDENT will read/listen to the story and provide up to three scenarios, verbal exchanges, or responses, to demonstrate understanding of appropriate good friend behavior, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Some children have a difficult time knowing how to handle being teased by others. SOCIAL STORIES are a great way to teach children important social skills that they may be struggling with.
Social stories break down information into small, explicit steps so that children can more easily undertand what they should and should not do in a particular social situation.
This social story will hel..

IEP Goals:Given a social story and follow-up activities related to teasing; the consequences and emotional impact it may have on others (peers), STUDENT will retell the story by stating at least two ways to deal with being teased/two responses or reactions to being teased, in 4 out of 5 opportunities, based upon teacher observation and recording of responses, by MONTH, YEAR.

This fun PERSPECTIVE TAKING and PROBLEM SOLVING activity, in the style of a comic strip, will help you to get your students thinking about how behaviors affect other's thoughts and feelings.
Students are asked to look at the first picture, listen to a short scenario and fill in the speech/thought bubbles.
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This is the same product as my other PERSPECTIVE TAKING and PR..

IEP Goals:Given a social scenario related to a comment or conversation between two peers which may include a positive or negative statement, STUDENT will provide a verbal response to explain how the hurtful/complimentary statement makes him/her feel, in 4 out of 5 turn taking opportunities, with 80% accuracy, by MONTH, YEAR.

PERSPECTIVE TAKING is an important social skill for children to learn. Many children can benefit from instruction to help improve their perspective taking ability and to engage in successful social relationships.
In order to be able to take the perspective of others, we need to understand that people have thoughts and feelings that may be different from our own. We need to understand that our ..

IEP Goals:Given a social scenario related to a comment or conversation between two peers which may include a positive or negative statement, STUDENT will provide a verbal response to explain how the hurtful/complimentary statement makes him/her feel, in 4 out of 5 turn taking opportunities, with 80% accuracy, by MONTH, YEAR.

This fun PERSPECTIVE TAKING and PROBLEM SOLVING activity, in the style of a comic strip, will get your students thinking about how behaviors affect other's thoughts and feelings. Students are asked to look at the first picture, listen to a short scenario and fill in the speech/thought bubbles.
Students are asked to come up with alternatives as well, getting them to problem solve and think more ..

IEP Goals:Given a social scenario related to a comment or conversation between two peers, or a child and an adult, which may include a positive or negative statement, STUDENT will provide a verbal response to explain how the hurtful/complimentary statement makes him/her feel, in 4 out of 5 turn taking opportunities, with 80% accuracy, by MONTH, YEAR.

I feel lucky for Autism:
*Single page choice board template.
*Create your own picture choices with board maker, PECS, or magazine scraps.
*Have the student find items that make them feel lucky!
*Cut and paste those items to this free St. Patrick's Day themed template!
Thank you for making me feel lucky and giving me the opportunity to provide you with resources! P
FREE RESOURCE FROM INSP..

IEP Goals:***FREE COMMUNICATION REWARD BOARD***
Given a reward to work for (object/activity/event), STUDENT will add up to ten tokens for tasks completed, or appropriate behavior (pre-determined objectives), in order to gain the reward, in 4 out of 5 opportunities, by MONTH, YEAR.

SOCIAL SKILLS are a very important part of every child's education. These differentiated PROBLEM SOLVING activities will help children who struggle to understand how big or how small a given problem may be and how to match their EMOTIONAL REACTION to the SIZE OF THE PROBLEM.
These activities explicitly teach children to think about which behaviors may be helpful and which behaviors may be hurt..

IEP Goals:Given visuals to encourage understanding of appropriate or hurtful behaviors, STUDENT will read to identify the behavior and sort the card into the correct category of "helpful" or "hurtful" behaviors, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Do you have students who could benefit from a social story but are too old for the traditional kind with lots of cartoon style graphics?
These 1 page stories are great for the upper elementary student who is having trouble understanding a variety of social skills. These stories are short and to the point and contain very few graphics so that they look more grown up.
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IEP Goals:Given an age appropriate social story for older students, STUDENT will read/listen to the social story and ask or answer questions to demonstrate understanding of expectations/responses/actions, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

PERSPECTIVE TAKING is an important social skill for children to learn. Many children can benefit from instruction to help improve their perspective taking ability and to engage in successful social relationships.
In order to be able to take the perspective of others, we need to understand that people have thoughts and feelings that may be different from our own. We need to understand that our ..

IEP Goals:Given a negative or positive age appropriate social scenario, STUDENT will identify the problem, say why it may have happened, describe how the person is feeling or what he/she is thinking, and provide a solution by writing, drawing, or verbally stating a resolution, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Some children struggle to make eye contact when engaging in conversation with others. This may cause discomfort, confusion or misunderstandings with others.
Whether we are the speaker or the listener, it is expected that we look at the person we are engaging with. However, for some children, making eye contact is not only difficult, but physically very uncomfortable.
These supports will hel..

IEP Goals:Given a visual guide to encourage eye contact during a conversation, when responding to or asking a question of an adult or peer, STUDENT will increase length of time of maintaining contact by ____%,
in 4 out of 5 opportunities, by MONTH, YEAR.

Do you have students who struggle to demonstrate Good Friend behaviors?
Do they yell at kids and/or use a rude tone?
Do they accuse kids of cheating and being unfair?
Do they ignore kids or walk away from them?
Many children who engage in these behaviors are unaware that they are actually pushing away potential friends. Others, are aware, but lack the skills needed to display Good Friend..

IEP Goals:Given a social skills checklist to self-assess ____________(STUDENT'S NAME) behavior towards peers, STUDENT will mark or check each action or interaction listed as it occurs, or at the end of the school day, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

IEP Goals:Given a social story to read or listen to following a meltdown, with prompts and adult support, STUDENT will follow the calming strategies, in 4 out of 5 occurrences, as documented by teacher observation, by MONTH, YEAR.